Peer Learning and Mentorship for Neonatal Management Skills: A Cluster-Randomized Trial.

Autor:	Data S; Mbarara University of Science and Technology, Mbarara, Uganda., Mirette D; KidSIM Simulation Program, Alberta Children's Hospital, Calgary, Canada., Cherop M; Mbarara University of Science and Technology, Mbarara, Uganda., Bajunirwe F; Mbarara University of Science and Technology, Mbarara, Uganda., Kyakwera C; Mbarara University of Science and Technology, Mbarara, Uganda., Robinson T; KidSIM Simulation Program, Alberta Children's Hospital, Calgary, Canada., Josephine NN; Mbarara University of Science and Technology, Mbarara, Uganda., Abesiga L; Mbarara University of Science and Technology, Mbarara, Uganda., Namata T; Mbarara University of Science and Technology, Mbarara, Uganda., Brenner JL; Department of Pediatrics, Cumming School of Medicine, University of Calgary, Alberta, Canada.; Indigenous Local and Global Health Office, Cumming School of Medicine, University of Calgary, Alberta, Canada., Singhal N; Department of Pediatrics, Cumming School of Medicine, University of Calgary, Alberta, Canada., Twine M; Mbarara University of Science and Technology, Mbarara, Uganda., Wishart I; KidSIM Simulation Program, Alberta Children's Hospital, Calgary, Canada., McIntosh H; Indigenous Local and Global Health Office, Cumming School of Medicine, University of Calgary, Alberta, Canada., Cheng A; KidSIM Simulation Program, Alberta Children's Hospital, Calgary, Canada.; Department of Pediatrics, Cumming School of Medicine, University of Calgary, Alberta, Canada.
Jazyk:	angličtina
Zdroj:	Pediatrics [Pediatrics] 2022 Aug 01; Vol. 150 (2).
DOI:	10.1542/peds.2021-054471
Abstrakt:	Background: Clinical knowledge and skills acquired during training programs like Helping Babies Breathe (HBB) and Essential Care for Every Baby (ECEB) decay within weeks or months. We assessed the effect of a peer learning intervention paired with mentorship on retention of HBB and ECEB skills, knowledge, and teamwork in 5 districts of Uganda. Methods: We randomized participants from 36 Ugandan health centers to control and intervention arms. Intervention participants received HBB and ECEB training, a 1 day peer learning course, peer practice scenarios for facility-based practice, and mentorship visits at 2 to 3 and 6 to 7 months. Control arm participants received HBB and ECEB training alone. We assessed clinical skills, knowledge, and teamwork immediately before and after HBB/ECEB training and at 12 months. Results: Peer learning (intervention) participants demonstrated higher HBB and ECEB skills scores at 12 months compared with control (HBB: intervention, 57.9%, control, 48.5%, P = .007; ECEB: intervention, 61.7%, control, 49.9%, P = .004). Knowledge scores decayed in both arms (intervention after course 91.1%, at 12 months 84%, P = .0001; control after course 90.9%, at 12 months 82.9%, P = .0001). This decay at 12 months was not significantly different (intervention 84%, control 82.9%, P = .24). Teamwork skills were similar in both arms immediately after training and at 12 months (intervention after course 72.9%, control after course 67.2%, P = .02; intervention at 12 months 70.7%, control at 12 months 67.9%, P = .19). Conclusions: A peer learning intervention resulted in improved HBB and ECEB skills retention after 12 months compared with HBB and ECEB training alone. (Copyright © 2022 by the American Academy of Pediatrics.)
Databáze:	MEDLINE
Externí odkaz:	Zobrazit plný text záznamu